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Toya Marie
Toya Marie

Outcomes Intermediate Teacher's Book UPD

CEF goals are the focus of communication activities where students learn and practice the language they need to have conversations in English. Clear outcomes in every lesson of every unit provide students with a sense of achievement as they progress through the course. The Outcomes student book includes a grammar reference section with activities for all grammar points covered; eight two-page writing lessons which cover social, academic and professional writing needs; and, four four-page Reviews to revise language and skills and explore learner training.

Outcomes Intermediate Teacher's Book

As an exploratory trial, this study did not aim to measure the effectiveness of the KAT programme on predicted short-term outcomes. It is important to note that the trial was not powered to detect differences between the two groups, nor was it designed to ensure that intervention and control groups were equivalent in relation to key dimensions at baseline. In an exploratory trial such as this one, effect sizes provide only a broad estimation of what might be expected in an effectiveness trial in relation to intermediate outcomes on family communication. Analysis of these secondary outcomes indicated no evidence of any intervention effect (Tables 50 and 51). There are a number of possible explanations for these results. One is that KAT simply does not work, and that the results accurately reflect a lack of intervention effect. A second possibility is that KAT does, or may, have small short-term effects, but that our study has not detected them. This could be due to the imbalance of the intervention groups in important respects, the fact that the study was not large enough and not powered to detect effects, the unreliability of the measures used, or a combination of these factors. As noted above, we faced considerable difficulty in identifying suitable measures of family communication, and, even after adaptation by us, they were not always easily understood by participants, which may have influenced how they were completed. A third possibility is that our logic model for the programme (and, therefore, the dimensions we chose to measure) is incorrect or incomplete, and KAT operates through processes which we did not assess. 041b061a72


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